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A randomized pre-test, post-test control group design guided the work, using purposive sampling of four private secondary schools and stratified random sampling of 80 students. Validated instruments, the Basic Computer Skills Acquisition Test and the Motivated Strategy for Learning Questionnaire, were analyzed with ANOVA and Kruskal Wallis at the 0.05 level.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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in Minna  \nMetropolis, Niger State  \nRosemary Ogechi Ohadugha  \nDept. of Educational Technology, Federal University of Technology, Minna, Niger State, Nigeria  \nORCID: 0000-0003-2687-1579  \nEmeka Joshua Chukwuemeka  \nDept. of Educational Technology, Federal University of Technology, Minna, Niger State, Nigeria  \nORCID: 0000-0002-1985-8002  \nAbdullateef Eyitayo Babatunde  \nDept. of Educational Technology, Federal University of Technology, Minna, Niger State, Nigeria  \nORCID: 0000-0002-2913-3670  \nReceived: 22 Jan 2020 Accepted: 5 Feb 2020  \nAbstract  \nThe study examined the Impact of Peer-Mediated Learning on achievement and motivation in computer science among senior secondary school students in Minna metropolis, Niger state. The study adopted a randomized pre-test, post-test control group design. Two hypotheses were formulated to guide the study.  \nPurposive sampling technique was used to select four (4) Private Secondary Schools from Minna, Metropolis. Eighty (80) Students were drawn from the four Secondary Schools as sample size through stratified random sampling technique. Validated Test Instrument; Basic Computer Skills Acquisition Test (BCSAT) and Questionnaire: Motivated Strategy for Learning Questionnaire (MSLQ) vetted by experts from Computer Science and Educational Technology Departments were used for data collection. The BCSAT was made up of 20 items multiple-choice objective test questions to test students’ cognitive knowledge and 5 practical questions, each comprising steps that tested students’ computer practical skills while MSLQ, a Likert scale with 31 items was used to determine the motivational beliefs of students taught computer skills. ANOVA and Kruskal Wallis H test was used for data analysis and was tested at 0.05 level of significance. The study revealed that there was a statistically significant difference in the mean scores of students taught using Peer-Mediated Learning (PML) than those taught using conventional method.  \nThe study further revealed that students’ motivation towards PML were significantly positive when compared to the students taught using conventional method. Based on these findings, the researchers recommended that Secondary Schools should adopt PML for effective teaching and learning of computer skills related concepts in Computer Science.  \nKeywords: peer-mediated learning, motivation, computer skills  \nINTRODUCTION  \nIn recent times, technology has become necessary as countries and organisations around the world continue to devise means of gaining a competitive edge over the others. Given this scenario, Computer education is of utmost importance, thus, making most countries around the world sought to introduce the study of computer science in their educational system from primary through to tertiary institutions. Computer science  \nbasically impact students with basic skills they require to stay computer literate and solve problems (Hawi, 2010) . In essence computer science is essential, and this is because it adds to the success of students in a digital and inter-connected world. Moreover, acquiring computer knowledge has become necessary since the use of computers and computer technologies as well as data and digital computing have become an essential part of most disciplines around the world (Yang, Hwang, Yang, & Hwang, 2015) .  \nThe need to impact the Nigerian primary and secondary schools’ students with computer skills cannot be overemphasised. That is why the Federal Government of Nigeria, through the national policy on education (Federal Republic of Nigeria, 2013), has continued to reiterate its commitment through the national policy to enhance computer literacy in the educational sector in Nigeria. Unfortunately, Arugu and Chilaka, (2016) posited that Africa and indeed Nigeria is still lagging behind in computer applications and usage. Furthermore, Bren","cbCaihDCeV6QO5pF","https://ap.wps.com/l/cbCaihDCeV6QO5pF","pdf",267416,"English","# Abstract\n# Introduction\n## Background of computer science education\n## Rationale for peer-mediated learning\n# Objectives and theoretical underpinnings","[{\"question\":\"What learning approach does the study focus on for computer science instruction?\",\"answer\":\"The study focuses on Peer-mediated Learning (PML) as an interactive instructional strategy where students support one another’s learning with or without immediate teacher intervention.\"},{\"question\":\"How was student achievement and motivation measured?\",\"answer\":\"Achievement was assessed using the Basic Computer Skills Acquisition Test (BCSAT) containing objective and practical items, while motivation was measured using the Motivated Strategy for Learning Questionnaire (MSLQ) with Likert-scale items.\"},{\"question\":\"What did the study conclude about PML compared with conventional teaching?\",\"answer\":\"Students taught using Peer-mediated Learning showed a statistically significant difference in mean achievement scores and significantly positive motivation compared with those taught using conventional methods.\"}]","Impact of Peer-mediated Learning on Achievement and Motivation in Computer Science among Senior Secondary School Students in Minna Metropolis, Niger State | PDF",1792089759]